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RHODE 8-MANH AT TAN-RE VIEW 

/ :^ A . , 

REVIEW IN AMERICAN 
HISTORY 



PREPARED BY 

PROFESSOR EDWARD P. McGLONE, B.A., M.A. 



HEAD OF HISTORY DEPARTMENT 

AT 

MANHATTAN PREPARATORY SCHOOL 

RHODES PREPARATORY SCHOOL 

(formerly professor of history and 
dramatic literature at manhattan college) 



PRICE FIFTY CENTS 



NO CHARGE TO STUDENTS OF RHODES 
AND MANHATTAN SCHOOLS 



/' 



MANHATTAN— EHODES EEVIEWS 

The Rhodes Preparatory School, 8-10-12-14 West 125th Street, and the 
Manhattan Preparatory School, Second Avenue and Houston Street, pub- 
lish reviews in all Regents Subjects for the use of the students in attend- 
ance upon the above Schools. These Reviews, besides the teacher's 
notes and the outlines of his lectures, contain also the questions given 
at forty examinations by the New York State Education Department. 
These examinations popularly known as the "Regents Examinations," 
cover the New York High School course in that particular subject. 

These questions, having been prepared under the supervision of the 
New York State Education Department represent the most thoughtful 
view of what an examination in that subject should contain. They are 
the best test of a student's knowledge and an invaluable aid to students 
preparing for an examination. 

The teacher's notes and lectures are the result of years of careful study 
in that subject with special reference to the needs and requirements, of 
students preparing for Regents Examinations. Each Review has been 
prepared by the Head of a Department, a teacher who has during the 
past ten years prepared as many as sixty classes for the Regents Exam- 
ination in that particular subject. 

No thoughtful student whether in attendance upon a public high 
school or private preparatory school can afford to be without a Review. 
The Review may be used alone or in conjunction with any standard 
text book. 



/ 



APR 18 1917 

©aA4lil)572 

COPYRIGHT, I916, BY 
RHODES PREPARATORY SCHOOL 



REVIEW IN AMERICAN HISTORY 



COLONIAL PERIOD 

1. To what extent was geographic knowledge advanced by the discoveries 
of Columbus, Vespucius, Balboa, Magellan, Bering? 

2. How were claims to territory in the New World established by Euro- 
pean governments? 

3. Give an account of the first circumnavigation of the globe in regard 
to (a) what it proved in regard to America, (b) the direction in which it 
turned the attention of the explorers. 

4. Give reasons (a) why Spain was at first more successful in colonizing 
the New World than other European nations, (b) why Spanish colonization 
failed to build strong states. 

5. Trace the routes of: Coronado, La Salle, Champlain, De Soto, 

6. Compare Spanish and English colonization in America as to (a) 
locahty, (b) objects, (c) treatment of natives, (d) effect on mother country. 

7. Explain how the following statement applies to the early settlers of 
Virginia: ** Unfitted for their environment, they were doomed to extinction 
by that pitiless law which works ever to aboHsh from the earth the improvi- 
dent, the idle and the vicious." 

8. Mention and locate five physical features of the United States that 
were of great importance in its early development. 

9. Locate on map of United States important areas in which each of the 
following is produced, (a) coal, (b) iron, (c) gold, (d) cereals, (e) oil. 

10. Was there a discovery of America antedating that of Columbus? 
State grounds for your belief. 

11. Give the chief motives of each of the following groups of early explor- 
ers: English, French, Dutch, Spanish. 

12. Compare the eastern coast of North America with the western coast as 
to (a) regularity of outline, (b) climate, (c) original resources. 

13. What share of North America had Spain claimed by the middle of the 
16th century? Name four nations that established active claims to portions 
of the continent in century prior to 1640 and give location of each claim. 

14. Mention two Spanish, two French and two EngHsh explorers, naming 
the regions explored by each. 

15. Explain by routes how the explorers gained access to the Mississippi 
valley and the Pacific seaboard. 



2 MANHATTAN SCHOOL REVIEW IN AMERICAN HISTORY " 

16. Explain the relations between England and Spain in the 16th and 17th 
centuries and show by two illustrations the effect of these relations on Ameri- 
can history. 

17. Compare colonial Virginia with colonial New England as regards (a) 
industries, (b) political organization, (c) education facilities. Explain how 
geographical conditions in each section partially account for differences in 
mode of living. 

18. Trace the history of the Separatists till they made a settlement in what 
is now Massachusetts. 

19. Show how the colonists of Virginia first secured representative gov- 
ernment. 

20. Give an account of the beginning of representative government in 
Massachusetts Bay Colony. 

21. Account for the great migration to New England in 1629-40. 

22. Account for the hostility of the Five Nations to the French. 

23. Write in regard to the Indians, touching on (a) names and location 
of principal tribes, (b) government, (c) religion, (d) customs. 

24. Give the reasons found in colonial history for the following clause in 
the Constitution of the United States : "Congress shall make no laws respect- 
ing an establishment of religion or prohibiting the free exercise thereof." 

25. State in what respects during the first two centuries after settlement 
Virginia developed a very different civilization from that of Massachusetts. 

26. Describe the origin and status of the "poor whites" of the south. 

27. How did the troubles between King and Parliament in England ad- 
vance the cause of liberty in America during the reign of Charles I? 

28. By what means did colonial assemblies control to some extent the 
actions of the governors? How did England try to prevent this control and 
with what result? 

29. On what basis did the English always lay claim to the territory occu- 
pied by the Dutch in this country? Why did they not enforce that claim 
between 1609-1664. How did they then enforce it? 

30. State in what respects, during the first fifty years, Virginia developed 
a different civilization from that of Massachusetts. Give reasons. 

31. State briefly the causes and the circumstances attending the founding 
of each of three of the 13 original colonies. 

32. Compare the system of local government in New England with that 
which prevailed in the Southern colonies, and give some reasons to explain 
the difference between the two systems. 

33. Give four dates relating to the settlement of New Netherlands and 
connect each with an important fact. 

34. Give date, location and circumstances of settlement of Maryland. 

35. State reasons for the failure of the Patroon system in New Nether- 
lands. 

36. Compare the colonists of Maryland and New Netherlands in regard 
to (a) religion, (b) industry, (c) government. 



RHODES SCHOOL REVIEW IN AMERICAN HISTORY 3 

37. What conditions in Europe aided and what retarded American coloni- 
zation? Illustrate by references to French, Spanish and English settle- 
ments. 

38. Cartier explored the St. Lawrence in 1534, but the first permanent 
French settlement was not made till 1608. Mention the circumstances that 
delayed French settlement in North America. 

39. Give an account of the Dutch West India Company, touching on (a) 
powers and privileges, (b) character of first settlements made under its 
authority, (c) means used to secure an agricultural population, (d) causes 
of disputes with the colonists. 

40. Show in what ways England and Holland, in the colonial period, were 
more progressive in ideas and institutions than France and Spain. 

41. Show how conditions in Europe in the 17th century determined that 
North America should be predominantly English. 

42. Give an account of the treatment accorded to New England by James 
II. 

43. Mention three articles of commerce that were commonly used as 
currency in colonial times. Account for the scarcity of gold and silver coin 
in the colonies. 

44. Account for the (a) Catholic migration to Maryland (1634), (b) the 
Quaker migration to Pennsylvania (1683). 

45. Give an account of the disorder that resulted in New York from the 
deposition of James II. 

46. Give reasons, based on English or colonial history, for making the 
executive, the legislative and the judicial department of the government 
largely independent of each other. 

47. When and by whom was the first of the Navigation Acts passed? 
What were they intended to accomplish? 

48. Outline the incidents of any one of the intercolonial wars. 

49. Write on Roger Williams, noting particularly (a) his ideas, (b) his 
difficulties with Massachusetts, (c) his settlement in Rhode Island. 

50. Write a paragraph on colonial life in 18th century, touching on: 
growth of population, industries and civil liberty. 

51. Show the necessity for colonists to support England in her contests 
with France. 

52. Describe the causes leading up to the final expulsion of France from 
North America. 

53. Give an important event connected with: Sir William Johnson, Wil- 
liam Pitt, General Braddock, General Wolfe. 

54. Make an outhne map to show the territorial division of North America 
in 1763. 

55. Mention two causes that retarded and two causes that tended to bring 
the colonies into a union. 

56. What circumstances arose in the colonial wars that might be considered 
contributory to the American Revolution? 



4 MANHATTAN SCHOOL REVIEW IN AMERICAN HISTORY 

INTERCOLONIAL WAR AND REVOLUTION PERIODS 

57. What nations have controlled the west bank of the Mississippi river 
since 1492? Account for the successive changes of sovereignty. 

58. Give an account of the services of Sir William Johnson in the settle- 
ment and defense of colonial New York. 

59. State four important ways in which the old French wars helped to 
prepare the colonists for the Revolution, 

60. Draw an outline map of the territory held by the French and the 
English in 1754 and on it locate, with names, four principal points of attack 
and defense in the French and Indian War. 

61. Describe the methods used by king and by parliament to control the 
trade of the colonies before the accession of George III. 

62. Make a comparison between the Enghsh and the French at the begin- 
ning of the intercolonial wars as to: forces (men), equipment, campaigns. 

63. Give an estimate of the services of William Pitt the elder, in the 
colonial wars. 

64. What economic or commercial conditions underlay the American Revo- 
lution? 

65. ''Wherever the Anglo-Saxon has gone, it has been his fate to rule." 
Explain this quotation with reference to the consequences of the French and 
Indian War. 

66. State explicitly the principle in dispute between England and the 
colonies at the beginning of the Revolution. 

67. Show how the industrial development of the United States depended 
on a separation from Great Britain. 

68. What were the rights of Englishmen for which Americans fought in 
the Revolution? 

69. Draw a map showing the geographic position of New York State with 
reference to Canada and New England. Explain why so much of the Revo- 
lutionary War centered in New York. 

70. Describe the methods used by King and by Parliament to control the 
trade and government of the colonies under George III. 

71. Why is Washington regarded as a great general although he was more 
often defeated than victorious in the open field? 

72. The American Revolution was begun with hardly a thought of inde- 
pendence. What changed the attitude of the revolutionists and made pos- 
sible the Declaration of Independence? 

73. By what authority was the United States governed from 1776 to 1781? 

74. Give four important reasons for the success of the Americans in their 
revolution against so formidable a power as England. 

75. State four important ways in which the old French wars helped to 
prepare the colonists for the American Revolution. 

76. Show that the experience of Americans previous to the Revolution 
had better fitted them for local government than for national self-government. 



RHODES SCHOOL REVIEW IN AMERICAN HISTORY 5 

77. Mention advantages that the British, during the greater part of the 
Revolutionary War, derived from their naval superiority. 

78. During what years of the Revolution was most of the fighting done in 
the Northern states. 

79. What was the British plan for the conquest of the South? Give reasons 
for the failure of this plan. 

80. Describe briefly Burgoyne's campaign and account for its failure. 

81. Give an account of the French Alliance touching on (a) terms of treaty, 
(b) influence on Revolution. 

82. Describe the work of General Greene in Southern colonies. 

83. Show how the British were obliged to capitulate at Yorktown. 

84. State the terms of the Treaty of Paris. 

85. Connect each of the following with some event of the Revolution: 
Paine, Lee, Arnold, Stark, Pulaski. 

86. Give reasons why Washington should be considered a great strat- 
egist. 

87. Mention in order the steps leading from the settlement of Tennessee 
and Kentucky to the purchase of Louisiana. 

88. What nations have controlled the west bank of the Mississippi River 
since 1492? Account for the successive changes of sovereignty. 

89. State two or more vital points of disagreement between the Federal- 
ists and the Democratic Republicans. In your opinion what points in favor 
either of the Federalists or Democratic Republicans have been settled by the 
course of events? 

90. State the cause of dissatisfaction with the government and the meas- 
ures taken or proposed for obtaining redress in the case of Kentucky and 
Virginia in 1789. 

91. Compare the tea tax (1770) with the excise tax (1791) as to purpose 
and reasons for resistance. 

92. Show how Hamilton's views are expressed in the original provision 
for the election of President and Vice-President. 

93. Jackson's election and administration are said to have been "a second 
democratization of the government." In what sense is this true? Under 
whom had occurred the first democratization? 

94. Mention some of the works of public utility undertaken by the national 
government during the early part of the 19th century. 

95. What economic or commercial conditions underlay the War of 1812? 

96. State how the slavery question affected the admission of Missouri. 

97. Draw a map of the United States and on it locate two routes of migra- 
tion from the Eastern to the Central states. 

98. What conditions promoted disunion during the earlier part of the period 
between the Revolutionary War and the Civil War? 

99. State the cause of dissatisfaction and the measures taken or proposed 
for obtaining redress in the case of (a) Massachusetts in 1814, (b) South 
CaroHna in 1832-33. 



b MANHATTAN SCHOOL EEVIEW IN AMERICAN HISTORY 

100. State in regard to the Erie Canal (a) its purpose, (b) the approxi- 
mate date of its completion, (c) its influence on the growth of New York 
State, (d) why it is less used now than formerly. 

101. Why was there bitter debate over the admission of Missouri to the 
Union in 1819 when just before this Illinois and Alabama had been admitted 
without question, one as a slave state and the other as a free state? 

102. Describe three important routes by which emigrants reached the Mid- 
dle West before railroads were built. 

103. Robert Fulton did not make or run the first steamboat. Why then 
has he won such deserved fame? Show how the use of the steamboat was 
much more practicable for the United States of his day than the later inven- 
tion of the railway could have been. 

104. Account for the disappearance of national political parties in Monroe's 
administration. On what questions did the people next divide into national 
parties? 

105. When and under what circumstances did the United States acquire 
Florida? Mention any previous changes in jurisdiction over this territory. 

106. Napoleon said of Louisiana: ''This territory strengthens forever the 
power of the United States, and I have just given to England a maritime rival 
that will, sooner or later, humble her pride." Show wherein events have 
partially or wholly verified each of these predictions of Napoleon. 

107. Show the origin of the name of the present state of Florida. Men- 
tion the changes of national ownership in 1763, 1783, and 1819, giving the 
causes of these changes. 

108. State when and explain why the Louisiana territory was ceded to (a) 
Spain, (b) France, (c) the United States. 

109. Explain how the War of 1812 affected the shipping interests of New 
England and show what marked industrial changes resulted. 

110. Draw a map of the United States and on it indicate the Louisiana 
Purchase. 

JACKSON TO LINCOLN 

(1832-1865) 

111. Give an account of the circumstances that first enabled the present 
Republican party to win a presidential campaign. 

112. Mention the principal subject or subjects of controversy between 
1830 and 1840, between 1850 and 1860. Illustrate by mentioning the 
principal measures of those periods. 

113. Give the names of the opposing political parties in 1840. State an 
important political issue at that time. 

114. What causes' besides slavery brought about the Civil War? 

115. Mention some of the works of pubhc utility undertaken or aided by 
the national government during the early part of the 19th century. 

116. What were the causes of Northern opposition to the abohtion move- 
ment? 



RHODES SCHOOL REVIEW IN AMERICAN HISTORY 7 

117. What causes other than political hindered the spread of slavery 
in the West? Was the abolition of slavery an injury or a benefit to 
the South? 

118. State how the slavery question affected (a) the annexation of Texas, 
(b) the admission of California, (c) the rise or fall of political parties. 

119. What conditions not political helped to keep the states together from 
the Revolution to the Civil War? What conditions promoted disunion during 
the later part? 

120. Show the most important provision of each of the following: — (a) the 
Specie Circular of 1836, (b) the Independent Treasury Act of 1862. 

121. Draw a map of the United States and on it show how the country 
was divided by the Kansas-Nebraska Bill (1854). Indicate (1) the slave 
states, (2) the free states, (3) the territory open to slavery by the principles 
of Popular Sovereignty. 

123. Discuss carefully the following: the intimate connection of slavery 
with the annexation of territory. 

124. What do the terms ''wild cat currency" and "pet banks" mean, 
used in relation to the Jacksonian period? 

125. Name the measures that gave Henry Clay the title of the Great Com- 
promiser and tell what you know of one of them. 

126. " The general government and the state government derive their au- 
thority from the same source. Neither can, in relation to the other, be 
called primary, though one is definite and restricted, and the other general 
and residuary." — Webster. What is the source of authority referred to in 
the quotation? Explain the terms "definite and restricted" and "gen- 
eral and residuary." To which government, state or general, is each 
applicable? 

127. Draw a map of the United States and on it indicate the Gadsden 
Purchase. 

128. Outline briefly the growth of the dominant political parties in the 
United States from 1789 to 1849. 

129. Give the significant steps in the growth of the slavery controversy 
from the stoppage of the foreign slave trade (1808) to the Dred Scott 
Decision. 

130. Andrew Jackson was called a "man of the people." What qualities 
in him appealed to the people of the South and the West and were largely 
responsible for his election in 1828? 

131. State three decided changes in government policy during Jackson's 
administration. 

132. Tell how each of the following came to be written and state the result 
that each was intended to secure: (a) the Federalist, (b) Calhoun's Exposi- 
tion and Protest of 1828, (c) the Ostend Manifesto of 1854. 

133. State measures or a general policy advocated by each of three of 
the following: Henry Clay, Andrew Jackson, Daniel Webster, Stephen A. 
Douglas. 



8 MANHATTAN SCHOOL REVIEW IN AMERICAN HISTORY 

134. What are the customary steps taken in changing unorganized ter- 
ritory like the Louisiana Purchase of 1803 or the Mexican Cession of 1848, 
into states? 

135. Was slavery a leading cause of (a) the Mexican War, (b) the Civil 
War? Give reasons for the answer in each case. 

136. Explain why the building of railways previous to 1860 progressed 
so much more rapidly in the North thanin the South, and discuss the influence 
of this fact on the industrial and commercial development of both sections. 

137. State the causes that led to a large immigration to the United States 
during the 30 years preceding the Civil War and show the great political and 
industrial importance to this country of such immigration. 

LINCOLN TO HAYES 

(1865-1875) 

138. How was Alaska obtained? Tell something of its value and impor- 
tance. 

139. Mention three causes of the split in the Republican party in 1872. 

140. Draw a map of the United States. On it locate Mason and Dixon's 
Line and the parallel of 36° 30'. Indicate by a heavy or double line a north- 
western section of the boundary of the United States over each of which there 
was a dispute afterward settled by treaty. 

141. If the seceding states had peacefully withdrawn from the Union in 
1861, what causes for future strife would have remained? 

142. Draw a map of the Southern states and on it indicate three points 
specially guarded in enforcing the blockade. Show why each was important. 

143. Define or explain, with reference to the Civil War, four of the follow- 
ing: (a) blockade-runner, (b) contraband of w^ar, (c) draft, (d) copperhead, 
(e) "Cotton is king," (f) Trent affair. 

144. Show why the Emancipation Proclamation was impracticable in 
1861 and necessary in 1863. When and how did the United States free the 
slaves in the loyal states? 

145. Show by map the territory under control of the Confederates and of 
the Federals in January, 1861. 

146. State the immediate and the remote results of the Emancipation 
Proclamation, 

147. Why did not President Lincoln declare slavery abolished at the begin- 
ning of the Civil War? Why, after the Emancipation Proclamation, was it 
necessary to pass the 13th amendment? 

148. It is said that reconstruction did more than war to embitter the rela- 
tion between North and South. Explain. 

149. State the approximate money cost of the Civil War to the United 
States government. Explain the various means employed to meet this cost. 

150. Write on two of the following: (a) geographic divisions of the area 
of the Southern confederacy, (b) the effect of the geographic divisions of the 



RHODES SCHOOL REVIEW IN AMERICAN HISTORY 9 

Confederacy on the campaigns of the Civil War, (c) why Virginia became the 
great battle ground of the Civil War. 

151. Where is the Shenandoah Valley? In what respect was Sheridan's 
raid of that valley like Sherman's March to the Sea. 

152. Draw a map of the United States and on it trace the route of migra- 
tion from the Central States westward. 

153. State the most important provision of the Legal Tender Act of 1862. 

154. State in what two ways did the railroad help the growth of the West? 

155. In what way did the United States intervene in Mexican affairs in 
1866? Why did not this intervention occur earlier? State the doctrine 
involved in such intervention. 

156. Compare Washington with Lincoln as regards, (a) birth, (b) educa- 
tion in school and in practical affairs, (c) public services, (d) ability to under- 
stand the people. 

157. Name three of the greatest presidents and two of the weakest prior 
to 1880. Show how opportunity or qualifications or both operated to deter- 
mine the place in history of two of the presidents, named. 

158. What acts of President Lincoln during the Civil War were criticized 
as unconstitutional? On what grounds were the acts mentioned in your 
answer defended? 

159. What statement in the Constitution was modified by the 15th amend- 
ment? 

160. State the purpose and the general provisions of each of two of the 
following measures: Freedmen's Bureau Bill, Civil Rights Bill, Reconstruc- 
tion Act of 1867, Tenure of Office Act. 

161. Compare the purpose of Burgoyne's campaign in 1777 with the pur- 
pose of the Union campaigns in the Mississippi valley, 1862-63. Give an 
outline sketch of the latter campaigns. 

162. Write an account, not exceeding 75 words, of one of the following 
battles, explaining the circumstances under which the battle was fought 
and giving its historic importance; pay special attention to clearness and 
conciseness of statement; (a) Perry's victory of Lake Erie, (b) the battle 
of Gettysburg; (c) the battle of Long Island. 

HAYES TO McKINLEY 

(1875-1897) 

163. Mention the essential features of the Australian ballot. 

164. State the purposes of the Hague Conference. Explain how civilized 
nations might possibly secure lasting peace among themselves. 

165. Show briefly the importance in American history of each of three 
of the following: The Homestead Act of 1862, the Geneva Arbitration 1872, 
the Interstate Commerce Act 1887, the Civil Service Act 1883. 

166. Give an account of the dispute in 1895 over the eastern boundary 
line of Venezuela and show how the dispute was settled. 



10 MANHATTAN SCHOOL REVIEW IN AMERICAN HISTORY 

167. How was Hawaii obtained? Tell something of its value and impor- 
tance. 

168. Give the names of the opposing political parties in 1880. State a 
political issue that was important at that date. 

169. Give four distinct reasons why the spread of population from the 
Alleghanies to the Pacific was much more rapid than from the Atlantic to the 
Alleghanies. 

170. From 1873 to 1896 the advocates of silver money were urging increased 
and free coinage of that metal. Give an account of the chief incidents in 
that movement. 

171. Name four political parties that have elected presidents of the United 
States. Name the presidents chosen by each of these parties previous to 
1900. State and explain briefly an important policy advocated by each of 
three of these parties. 

McKINLEY TO THE PRESENT DAY 

(1897) 

172. How was each of the following outlying possessions obtained: Porto 
Rico, the Philippines? Tell something of the value and importance of 
each. 

173. Give illustrations from four different periods of the history of the 
United States as a nation to show the division of political parties on economic 
questions. 

174. Mention some of the works of public utility undertaken by the na- 
tional government during the 20th century. Compare the attitude of the 
dominant political party toward such works in Jackson's administration with 
the attitude of the dominant party in Roosevelt's administration. 

175. Why has the foreign Commerce of the United States hitherto been 
mainly along east and west lines rather than from north to south? Why is 
a change of direction desired and what means have been taken to bring it 
about? 

176. What are the principal industries of the Pacific coast states? Show 
the relation of the transcontinental railroads to the development of these 
states. What advantage will follow the completion of the Panama Canal? 

177. What is meant by "the conservation of national resources"? Give 
illustrations of such resources and of their waste. What remedies are now 
suggested to prevent further waste? 

178. Sketch the history of the protective tariff in the United States. 

179. Mention three distinct causes that are bringing immigrants to the 
United States at the present time. Give two possible dangers from excessive 
immigration. 

180. Mention four important cities of the United States that are located 
on the Great Lakes. State a common advantage possessed by these cities 
and give a special advantage possessed by each of two of them. 



RHODES SCHOOL REVIEW IN AMERICAN HISTORY 11 

181. Mention three causes of the rapid agricultural development of the 
West since 1860. Show how this development has affected (a) the value of 
farm lands in the East, (b) industries in the East. 

182. How far are the arguments in support of the tariff prior to 1820 appli- 
cable to the present conditions? 

183. Mention four financial panics of the last hundred years, giving one 
cause common to all and one peculiar to each. 

184. Write on the growth of the United States postal system, touching 
on rates of postage, special delivery, international postal union, rural free 
delivery. Show how good postal facilities tend to strengthen national power. 

185. Give one reason for and one reason against the chartering of business 
corporations by the United States government. 

186. Write on two of the following relating to New York State; (a) 
the abolition of slavery, (b) the origin and growth of the free school system, 
(c) the Croton aqueduct. 

187. Draw a map of the United States. On it indicate the principal an- 
thracite coal area, three great lumbering regions, the wheat belt, the corn 
belt. Name one of the products indicated that has been the cause of great 
political disturbance. Explain. 

188. Draw a map of the United States. On it indicate, with names, the 
great midcontinental waterway with its two chief tributaries and three cities 
of historic importance situated on these waters. Locate also the Hudson 
river and show its relation to military and commercial routes northward 
and westward. 

189. What are state banks and how do they differ from national banks? 

190. Mention three controversies in which the United States has taken 
part which have been settled by international arbitration. State in general 
the terms of settlement of one of these controversies. 

191. Briefly describe a diplomatic controversy with two of the following: 
France, Spain, China, England. 

192. Give a brief estimate of the value to the country of the services of each 
of the following: Andrew Jackson, Henry Clay, Daniel Webster, Abraham 
Lincoln. 

193. How did the American merchant marine compare with that of other 
nations in 1800? In 1860? In 1910? Give an argument for and argument 
against one of the following: ship subsidies, direct election of United States 
senators. 

194. Draw an outline map of the territory held by the French and the 
English in 1754 and on it locate, with names, four principal points of attack 
and defense in the French and Indian War, 1754-1763. 

195. Beginning with the year 1800, describe by map or otherwise all the 
additions made to the territory of the United States, and give the approxi- 
mate date of each accession. 

196. Draw a map of the United States, Mexico and Central America. On 
this map indicate (a) all the territory actjuired by the United States directly 



12 MANHATTAN SCHOOL REVIEW IN AMERICAN HISTORY 

from Spain, (b) all the territory acquired by the United States directly from 
Mexico, (c) the location of the Panama Canal. 

197. Draw a map of the United States and on it indicate important areas 
in which each of the following is produced : (a) coal, (b) iron, (c) gold, (d) 
cereals, (e) oil. 

198. Mention the most important public service of each of the following, 
selecting two from each group: (1) Sir William Johnson, Peter Schuyler, 
Nicholas Herkimer. (2) DeWitt Clinton, Peter Cooper, Samuel J. Tilden. 

200. Why has a statue of Verrazani recently been set up in Battery Park, 
York City? Outline as much of the life of Henry Hudson as has to do with the 
American continent. 

201. Give the substance of a provision of the Constitution that has been 
especially favorable to (a) domestic commerce, (b) foreign commerce, (c) 
manufacturers, (d) social equality, (e) literature. 

202. Give briefly a political opinion with which the name of each of the 
following is connected and tell when the influence of each was greatest: 
Hamilton, Jefferson, Clay, Jackson. 

203. Mention one American invention in each of four of the following 
fields, giving (a) approximate date, (b) name of inventor, (c) some account 
of the benefits derived: transportation, communication, domestic work, 
agriculture, office work. 

204. Show in what two ways each of the following has influenced Ameri- 
can history: Benjamin Franklin, Alexander Hamilton, Henry Clay, Andrew 
Jackson. 

205. Draw a map of the United States. On it trace the boundaries of two 
accessions to the territory of the United States, acquired since 1783, indicat- 
ing, with date, the country from which each territory was obtained. 

206. Draw a map showing the geographic position of New York State with 
reference to Canada and New England. 

207. Mention two important changes in American industries due to inven- 
tions. Mention two inventions that have aided the rapid growth of cities 
during the past century. State briefly two great municipal problems result- 
ing from this rapid growth of cities. 

208. Mention three causes of poverty. State briefly the means that the 
government, local, state or national, is using to remove these causes. 

209. Draw a map of that part of North America lying south of the north- 
ern boundary of the United States. On this map trace one important route 
by which explorers and settlers gained access to (a) the Mississippi valley, 
(b) the Pacific seaboard. 

210. Draw a map of New York State and on it trace two of the early 
fur trade routes; locate two of the following forts: Stanwix, Oswego, Niagara, 
Ticonderoga. 

211. Mention, with approximate dates, periods in the history of the United 
States when protection of home industries by a high tariff has been a political 



RHODES SCHOOL REVIEW IN AMERICAN HISTORY 13 

policy of the government. Explain why so much anxiety and agitation have 
existed in this country at the prospect of a lowering of the tariff. 

212. Write briefly notes on three of the following, showing why their 
achievements entitle them to be ranked as noted Americans: Samuel Adams, 
Henry Clay, Harriet Beecher Stowe, Cyrus McCormick, Thos. A. Edison, 
Richard Hoe, Philip Sheridan. 

213. Write arguments for or against strikes as a means of bettering the 
conditions of labor. 

214. Compare the commercial conditions that underlay the building of the 
Erie Canal with those that led the United States to undertake the construc- 
tion of the Panama Canal. 

215. Write brief explanatory notes on four of the following: border states, 
committees of correspondence, strict constructionist, rule of war of 1756, 
"fifty-four forty or fight," squatter sovereignty. 



CIVICS 

PRINCIPLES OF GOVERNMENT 

216. Mention the three most common forms of government and state 
wherein they differ. 

217. Mention three functions that government should exercise. Show that 
these functions are all essential. 

218. Give two reasons why a knowledge of the principles and workings of 
government is necessary for the American citizen. 

219. What is a republic? How does a republic differ from a pure democ- 



PROVISIONS OF THE NATIONAL CONSTITUTION 

220. When and how was the constitution of the United States framed? 
State the provisions under which it took effect. 

221. Show the importance of the threefold division of civil power under the 
Constitution. 

222. Mention three important powers denied to the states and give a reason 
in each case. 

223. Mention (a) two prohibitions on the United States, (b) three leading 
powers of Congress. 

224. Mention three powers of congress expressly conferred by the Con- 
stitution; two restrictions imposed by the Constitution. 

225. Name three departments of the National Government and describe 
one of them, touching on its subdivisions, powers and duties. 

226. Give in substance the provision of the Constitution in reference to 
(a) freedom of conscience, (b) removal of judges of the Court of Appeals. 



14 MANHATTAN SCHOOL REVIEW IN AMERICAN HISTORY 

227. What are treaties and by whom may they be made for the United 
States? What prohibition is laid on the states regarding treaties? Give 
the reason for this prohibition, 

228. State one objection to a written constitution as a basis of National 
Government and one objection to an unwritten constitution as a basis of 
National Government. 

229. Give the constitutional qualifications of a voter and show the impor- 
tance of two of these qualifications. 

230. State what person or body is authorized by the Constitution to (a) 
raise armies, (b) choose ambassadors, (c) try impeachments, (d) try con- 
troversies between states. 

231. Define and illustrate (a) civil right, (b) political right. 

232. Mention /our prohibitions imposed by the Constitution on the several 
states. 

233. What provision is there in the Federal Constitution regarding free- 
dom of speech and of the press? Discuss briefly the reason for this provision. 

234. Mention five of the general powers of Congress specified in the Con- 
stitution. Why are the general powers of Congress enumerated in the Fed- 
eral Constitution while similar powers of State Legislatures are not specified 
in state constitutions, 

• 235. Distinguish between the terms "loose construction" and "strict 
construction" as used in the interpretation of the Constitution. 

236. "The states are forbidden to issue letters of marque, to coin money, 
to emit bills of credit, to pass ex post facto laws or to make anything but gold 
and silver coin a tender in the payment of debt." Explain these prohibitions. 

237. Give in substance the provision of the Constitution in reference to 
each of two of the following: freedom of worship and of religious opinion, 
removal of judges, tolls on the canals and the manner of providing funds for 
canal maintenance and improvement. 

THE LEGISLATIVE DEPARTMENT OF THE NATIONAL 
GOVERNMENT 

238. State three constitutional qualifications of a United States Senator. 

239. State three constitutional qualifications of a member of the House 
of Representatives. 

240. State the number of members composing the present House of Repre- 
sentatives. When may this number be increased? Mention three qualifica- 
tions for membership in this body. 

241. Give with reference to each house of the Legislature (a) number of 
members, (b) title of presiding officer. Explain the advantage to the people 
of a legislature consisting of two houses. 

242. Mention, (a) two powers of the United States Senate not possessed 
by the House of Representatives, (b) one power of the House of Representa- 
tives not possessed by the Senate. 



RHODES SCHOOL REVIEW IN AMERICAN HISTORY 15 

243. State ^z;e powers of Congress. 

244. Explain the necessity of legislative committees. State two evils that 
may result from transacting business through such committees. 



THE LEGISLATIVE DEPARTMENT OF THE STATE 
GOVERNMENT 

245. State the number of members in each branch of the present legislature. 
Give the length of term and salary of each. 

246. Give the substance of two important laws passed by the legislature at 
its recent session. 

247. Mention the successive steps of the progress of a bill from its intro- 
duction in the legislature to its final passage. 

248. Describe the necessary qualifications, preliminary steps and mode of 
procedure for (a) putting in nomination of candidate for State Senator, (b) 
casting a ballot for a State Senator. 

249. Justify the following provision in the state constitution: "for any 
speech or debate in either house of the legislature the members shall not be 
questioned in any other place." 

250. How many members are there in each branch of our state legislature? 
What is the term of office of each member? How are contested elections in 
each branch decided? 

251. Mention three powers exercised by the Board of Aldermen in a city. 
From what source do these officers derive their power? 

252. Mention two ways in which the powers of the state legislature are 
limited. Give reason for such limitation. 

253. Mention the name of the legislative body of a county. Who presides 
over this body? State two matters on which it may legislate. 



THE EXECUTIVE DEPARTMENT OF THE NATIONAL 
GOVERNMENT 

254. State the conditions of eligibility to the office of President of the 
United States, 

255. Mention the various departments of the executive branch of the 
government. State how the heads of these departments are chosen. 

256. Mention with reference to the President, (a) two executive powers, 
(b) one legislative power, (c) one judicial power. 

257. State provisions of the Constitution regarding bills vetoed by the 
President. Give a reason for this provision. 

258. In what respects are the duties of Secretary of State of the United 
States and of New York State (a) similar, (b) dissimilar. 

259. Describe the manner of choosing the President in case the electoral 
college fails to elect. 



16 MANHATTAN SCHOOL REVIEW IN AMERICAN HISTORY 

260. State which executive department of the National Government would 
consider each of the following: (a) transportation of mail, (b) dealings with 
the Indians, (c) collection of duties on imports, (d) negotiations of treaties, 
(e) violation of interstate commerce. 

261. Give the successive steps in the process of choosing a candidate for 
presidency. 

THE EXECUTIVE DEPARTMENT OF THE STATE 
GOVERNMENT 

262. State three conditions of eligibility to the office of governor, giving 
reasons in two cases. 

263. What are the principal duties of the Governor? 

264. Give with' reference to the chief executive officer of the county (a) 
title, (b) length of terms, (c) three duties. 

265. Describe the process of assessing property for the purpose of taxa- 
tion, and show how the amount of money to be raised by each town is fixed. 

266. What control has the Governor of this state over legislation? On 
what grounds is this arrangement justifiable? 

267. Give with reference to each of two of the following, (a) mode of 
election, (b) length of term, (c) manner of compensation, (d) two duties: 
assessor, county treasurer, constable. 

268. Mention the principal duties of two of the following state officers: 
attorney general, state engineer and surveyor, comptroller, state treasurer. 

269. Who constitutes the mihtia of this state? Who is the commander- 
in-chief of this militia? Under what circumstances may this mihtia be 
employed outside the state? 

270. State the mode of appointment, the length of term and the principal 
duties of the superintendent of pubHc instruction. 

271. Give the length of term and twoduties of each of two of the following: 
comptroller, commissioner of agriculture, commissioner of taxes. 

272. Give the official title and state one duty of each of five administrative 
state officers appointed by the Governor and approved by the Senate. 

THE JUDICIAL DEPARTMENT OF THE NATIONAL 
GOVERNMENT 

273. State, in regard to the judges of the Supreme Court, (a) number, (b) 
length of term, (c) salaries. Mention two classes of cases in which this court 
has jurisdiction. 

274. Give the names of three United States courts. State in what manner 
and for what term the judges of these courts are chosen. 

275. What rights are secured by the constitution to persons accused of 
crime? 

276. Mention five classes of cases in which the United States courts have 
jurisdiction. 



RHODES SCHOOL REVIEW IN AMERICAN HISTORY 17 

277. State, with reference to an impeachment trial, (a) composition of the 
court, (b) vote required for conviction, (c) limits of punishment in case of 
conviction. 

THE JUDICIAL DEPARTMENT OF THE STATE GOVERNMENT 

278. Describe the Appellate Division of the Supreme Court of New York 
state, as to (a) jurisdiction, (b) number, manner of obtaining office, and 
length of term of members. 

279. Outline the system of courts in New York State. What kind of 
jurisdiction has the Court of Appeals, Supreme Court, County Court? 

280. Give an outline of legal procedure in ordinary civil cases. 

281. A person is arrested, charged with larceny; mention two rights pos- 
sessed by the prisoner and give the successive steps that will result in his con- 
viction or acquittal. 

282. Distinguish between a bill of indictment and the presentment of a 
grand jury. 

283. A person having committed a crime in one state flees to another state; 
how may he be captured and returned. What is this process called? 

MISCELLANEOUS — THE NATION 

284. Show to what extent the several states in their rights and powers are 
independent of the United States. 

285. Show how the interests of the United States are looked after in for- 
eign countries. State the principal duties of two classes of officers charged 
with this work. 

286. Define ^2;e of the following : democracy, government, executive, con- 
sul, civil right copyright, embargo. 

287. Compare the powers of the National Government and the state gov- 
ernment . Which government is the more important to the individual citizen? 
Illustrate. 

288. Explain the following quotation: "Universal suffrage has its evils, 
but it undoubtedly acts as a safety valve." 

289. Through what department does the United States conduct its business 
with other nations? Mention jive official titles connected with the diplomatic 
service. 

290. What was the ordinance of nullification? Of what doctrine was it an 
expression? How has this question been finally settled? 

ARTICLES OF CONFEDERATION 

Confederation of States 

291. The same congress that appointed a committee to draw up the 
Declaration of Independence also appointed another to draw up some laws 
which they called the Articles of Confederation. By these laws the country 
was governed until after the Revolution. 



18 MANHATTAN SCHOOL REVIEW IN AMERICAN HISTORY 

Method of Obtaining Revenue. The colonies were but loosely united and 
afraid of giving Congress too much power. Each State levied its own taxes 
and as some of the States were slow in pajdng, it often happened that Congress 
had no money and could pay neither its officers nor its men. 

Method of Voting. According to the Articles of Confederation the small 
States with but few inhabitants had just as many votes in Congress as the 
large states. 

The regulation of commerce was left entirely to the separate States. 



FORM OF COLONIAL GOVERNMENT 

There were three distinct forms : 

1 . Royal: colonies having this form belonged to the King. He appointed 

the Governor, and approved or disapproved of the laws that were 
made. The colonies having this form of government were Virginia, 
New York, New Jersey, New Hampshire, North and South Carolina 
and Georgia. 

2. Proprietary: The colonies under this classification were owned by 

persons known as "proprietors," who had powers similar to those 
of the King in the Royal Colonies. The colonies having this form 
of government were Maryland, Pennsylvania and Delaware. 

3. Charter: The colonies that had a charter form of government were 

for the most part governed by their own people according to char- 
ters granted to them by the King. The colonies having this form 
were Massachusetts, Rhode Island, and Connecticut. 
Each of the thirteen colonies had a legislative body, which was divided 
into two houses. There was a lower house or assembly, elected by the 
people, as well as an upper house or council. In the Royal colonies the council 
was generally appointed by the King; in the Proprietary colonies by the pro- 
prietors; in the Charter colonies the Governors and members of the council 
were elected by the Assembly. In order to pass a law both houses of the 
Legislature had to agree to it and the Governor had to approve it. 



DEFINITIONS 

1. Ambassador, — An official of highest rank representing his govern- 

ment in a foreign country. 

2. Bill of Attainder, — Criminals by a "bill of attainder" lose their 

rights. (It is prohibited in the United States.) 

3. Compromise, — A settlement of a dispute in which the contending 

parties each make concessions to the other. 

4. Consul, — An official representing his government in a foreign coun- 

try mainly for the protection of commerce. 

5. Copyright. — Is an exclusive privilege granted for twenty-eight 



RHODES SCHOOL REVIEW IN AMERICAN HISTORY 19 

years with privilege of renewal for fourteen years, to print, publish, 
make or sell some literary or artistic productions. 

6. Ex-Post Facto Law, — Makes an act criminal which was not so when 

committed. (Prohibited in the United States.) 

7. Habeas Corpus, — A warrant compelling the investigation as to the 

legality of the imprisonment of an individual. 

8. Impeachment is accusing a public officer while in office. 

9. Jurisdiction: — 

(a) Original Jurisdiction, — A court is said to have original jurisdiction 

if a case is begun in that court. 

(b) Appellate Jurisdiction, — A court is said to have appellate jurisdiction 

if a case is brought to it from some lower court. 

(c) Concurrent Jurisdiction, — Two courts are said to have concurrent 

jurisdiction when a case may be begun in either of them. 

(d) Exclusive Jurisdiction, — A court is said to have exclusive jurisdic- 

tion when a case must be begun in that court. 

(e) Admiralty. — Jurisdiction of cases arising from maritime affairs 
and crimes committed on the high seas. 

10. Letters of Marque and Reprisal, — A commission granted by the 
government giving an individual right to capture property of a 
foreign state or citizen as compensation for injuries supposed to 
have been received. 

11. Naturalization, — The process by which an alien becomes a citizen. 

12. Patents, — • Official documents, granting the sole right for a period 
of seventeen years to make, use and sell in the United States the 
articles invented or discovered. 

13. Treason against the United States consists in levying war against 
it, or adhering to its enemies, by giving them aid or comfort. 

INITIATIVE AND REFERENDUM 

The Initiative is a device whereby any person or persons may draft a statue 
and on securing the signatures of a small percentage of the voters may compel 
the state's officials, with or without the intervention of the legislature, to sub- 
mit the same to a popular vote; and if the required popular approval is 
secured, the proposal becomes a law. The Referendum is a plan whereby a 
small percentage of the voters may demand that any statute passed by the 
legislature (with the exception of certain laws) must be submitted to the 
electorate and approved by a stipulated majority before going into effect. 

PANAMA PACIFIC EXPOSITION 

The Universal Exposition at San Francisco in 1915 is a distinctly national 
undertaking, determined upon by the Congress of the United States, and 
designated by the President of the United States, for the purpose of cele- 



20 MANHATTAN SCHOOL REVIEW IN AMERICAN HISTORY 

brating the opening of the Panama Canal, a national accomplishment that 
importantly affects the entire world. The exposition opened February 20 
and closed December 4, 1915, a period of nine months and thirteen days, 
extending from winter to winter. In assuming the burden and expense of 
this mammoth celebration in response to the call of the President and Con- 
gress, the people of California are discharging an important public duty 
and executing a national trust, the accruing benefits of which will be shared 
by every state in the Union and by the entire citizenship of the nation. 



DIRECT ELECTION OF UNITED STATES SENATORS 

Upon April 8, 1913, the Legislature of Connecticut passed a bill notifying 
the proposed amendment to the Constitution of the United States providing 
for the election of United States Senators by direct vote of the people. The 
vote of Connecticut was the final one required of three-fourths of the states, 
to secure the adoption of the amendment. Thirty-six states, with Con- 
necticut's action included, had up to April 9 adopted the amendment. They 
were: Arizona, Arkansas, California, Colorado, Connecticut, Indiana, 
Illinois, Idaho, Iowa, Kansas, Maine, Massachusetts, Michigan, Missouri, 
Minnesota, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New 
Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, 
Pennsylvania, South Dakota, Tennessee, Texas, Vermont, Washington, 
West Virginia, Wisconsin, and Wyoming. 

Illinois — Chapter 25 of the Laws of 1913 provides that a United States 
Senator shall be elected on the Tuesday next after first Monday in November 
preceding the expiration of the term of office of each Senator in Congress 
from the state. 

WOMAN SUFFRAGE 

In the United States women possess suffrage upon equal terms with men 
at all elections in Wyoming, established in 1869; in Colorado, in 1893; in 
Utah, in 1896; in Idaho, in 1896; in Washington, in 1910; in California, in 
1912; in Arizona, in 1912; and in Oregon, in 1912. 

The Legislature of the Territory of Alaska adopted the full woman suf- 
frage in 1913 without opposition. The Illinois Senate on May 7, 1914, by a 
vote of 29 to 15, and the Houseof Representatives on June 11, by a vote of 83 
to 58, passed a bill giving women the right to vote for all statutory officials, 
whichincludes Presidential electors and city, town, village and county officials, 
except police magistrates. The Governor signed the bill July 26. It does 
not give them the vote for Governor and other state officers. Members of the 
Legislature, Members of Congress, United States Senators and County and 
District Judges. For full suffrage a Constitutional amendment is needed. 



RHODES SCHOOL REVIEW IN AMERICAN HISTORY 21 

LABOR LEGISLATION IN THE STATE OF NEW YORK, 1913 

There shall be no constitutional limitation upon the power of the Legisla- 
ture to enact laws for the protection of the lives, safety or health of employees; 
for payment of compensation for injuries to or death of employees resulting 
from such injuries; and for the adjustment of issues arising under such 
legislation. No woman shall be permitted to work before 6 o'clock in the 
morning or after 10 o'clock in the evening. 

In relation to the employment of women in canning establishments — no 
female minor under 21 years of age shall be employed in any factory before 
6 A.M., or after 9 P.M., but a female 18 years of age or upward may be 
employed by canning establishments between June 15 and October 15 for 
not more than 6 days or 60 hours in any one week, nor more than 10 
hours in any one day; the Industrial Board is authorized to permit the 
employment of women 18 years of age and upward in such establishments 
between June 25 and August 5, for not more than 6 days or more than 66 
hours a week, nor more than 12 hours in any one day where the need of the 
industry requires such employment and no serious injury to the health of the 
woman may result. 

AMENDMENTS TO THE CONSTITUTION 

I to X. — The first ten amendments to the constitution were ratified and 
went into force in 1791. The chief purpose of these Amendments was to limit 
the power of Congress and to prevent the Federal Government from en- 
croaching upon the rights and privileges of individuals. 

XI. — The Eleventh Amendment was adopted in 1798. It grew out of 
the case of Chisholm, suing the State of Georgia for the recovery of land. 
This Amendment provides that a state cannot be sued in the Federal Courts 
against its will, by a citizen. 

XII. — The Twelfth Amendment was adopted in 1804. It grew out of 
the election of Jefferson in 1800. It provides that the election of the Presi- 
dent shall be entirely distinct from the election of the Vice-President. 

XIII. — The Thirteenth Amendment was adopted in 1865. It provided 
for the complete abolition of slavery throughout the entire United States. 

XIV. — The Fourteenth Amendment was adopted in 1866. It provided 
for the principles of the Civil Rights Bill, which gave the negro an equal 
footing with the white man in the enjoyment of civil rights. It provided for 
the reduction of the Congressional representation of any state that should 
withhold the franchise from any adult male citizen. It excluded from federal 
office many prominent Confederate officers until Congress should pardon 
them. It invalidated all debts incurred in aid of insurrection or rebellion 
against the United States. 

XV. — The Fifteenth Amendment was adopted in 1869. It provided for 
placing the colored man and the white man on the same footing in respect to 
voting. 



22 MANHATTAN SCHOOL REVIEW IN AMERICAN HISTORY 

XVI. — The Sixteenth Amendment was adopted in 1913. It gives Con- 
gress full power in respect to the taxation of incomes. 

XVII. — The Seventeenth Amendment was adopted in 1913. It provides 
for the direct election of United States Senators. 



UNITED STATES BANKING SYSTEM 

The First United States Bank was chartered by Congress in 1791 for 20 
years, with a capital stock of $10,000,000. The Government took .$2,000,000 
worth of the stock. The stock paid a dividend of 8 per cent. The services 
of the Bank provided for an easy and safe means of handling the public 
revenue, for a steady and ample currency, and facilities for the business of 
the nation. 

The Second United States Bank was established in 1816, chartered for a 
period of 20 years, with a capital stock of $30,000,000 of which the Govern- 
ment held one-fifth. 

The State Banks partially succeeded to the work of the United States 
Bank, abolished in 1836. The Jackson administration encouraged the State 
Banks to issue notes which were not legal tender. It also distributed $28,- 
000,000 of Government surplus which has never been returned to the federal 
treasury. In 1840 the Independent Treasury Act was passed by Congress. 
It provided for the keeping of the Government funds in the Treasury Building 
at Washington and in sub-treasuries throughout the United States. 

In 1863 Congress created a system of National Banks. These Banks were 
organized under a federal charter. They purchased United States bonds 
and deposited them in the United States Treasury, to be held as security for 
the bank-notes which could be issued to 80 per cent of the par value of the 
bonds. 

In 1900 Congress passed an act which amended the previous act and pro- 
vided for the organization of banks in places of 3,000 inhabitants or less, with 
a capital of $35,000 and permitting banks to issue notes on the bonds de- 
posited up to the par value of the bonds. 

In 1914 Congress passed an act to establish a Federal Bank Reserve sys- 
tem. Twelve Federal Reserve districts were established, in each district a 
Reserve Bank, the stock of which was to be contributed by the National 
Banks of that district. This system provides for fluid currency, that is, the 
Government distributes the currency to every part of the states, using the 
Reserve Banks as reservoirs. All National Banks refusing to become mem- 
bers of this system forfeit their charters. The system is controlled by a 
Board of three practical bankers, with the Secretary of the Treasury and 
the Comptroller of the currency as members. The object of this system is 
to provide against financial stringency and to aid the farmer by giving him 
the benefit of rediscount. 



RHODES SCHOOL REVIEW IN AMERICAN HISTORY 23 



SOCIAL PROGRESS 

The social progress of the American people is indicated by the development 
of labor associations, beginning in 1820. The chief aims of these associations 
was to improve the conditions of the working classes through benefit funds, 
fixed hours of labor and the establishment of free schools. 

In 1825 Robert Owen, an Englishman, estabhshed a communistic experi- 
ment on the banks of the Wabash. 

In 1842 a co-operative experiment was begun on Brook Farm, near Boston. 
These experiments indicated the humanizing spnit of the time and marked 
the beginnings of the Socialistic propaganda in America. 

In 1907 the Russel Sage Foundation was organized with an endowment 
of $10,000,000 for the purpose of discovering and eradicating as far as possible 
the causes of poverty and ignorance. 

In 1913 the Carnegie Endowment for International Peace was established, 
endowed with $10,000,000. Its purpose is to establish among nations a better 
understanding of international rights and to encourage a general acceptance 
of peaceful methods of settling international disputes. 



CIVIL SERVICE REFORM 

In 1883 Congress passed the Civil Service Law. This law authorized the 
President to appoint three Civil Service Commissioners, who should hold 
examinations to ascertain quaUfications necessary for the holding of office. 



CONSERVATION POLICY 

In 1908 President Roosevelt called a conference of the Governors of the 
states to discuss the question of conserving the national resources. As a 
result, both the federal Government and the states have adopted laws to 
provide against the waste of the forests, lands and the water power and to 
protect the mineral deposits. 



THE COMMISSION SYSTEM OF MUNICIPAL GOVERNMENT 

The commission system of municipal government originated in Galveston 
after the flood of 1900. Under the commission plan power was placed in the 
hands of five commissioners, who were usually restricted by the initiative, 
referendum and recall. This plan also recognizes the principle of the short 
ballot and serves to focus responsibility in the management of the city affairs 
while it tends to remove partisanship in the election of city officers. 

In 1914, 250 cities had adopted the commission form of government. 



24 MANHATTAN SCHOOL REVIEW IN AMERICAN HISTORY 



TARIFF 

In 1789 the First Tariff was passed. It was mainly a revenue tariff and 
provided for moderate duties on tea, coffee, molasses, wines, spirits, glass, 
and tea. The average rate of duties was only 8 per cent. 

In 1816 the First Protection Tariff was passed. It imposed a duty of 25 
per cent on woolen and cotton goods and also imposed protective duties 
upon hats, carriages, leather and its manufactures, rolled and hammered 
iron, paper, and sugar. 

In 1824 the Second Protective Tariff was passed. The duties were in- 
creased on wool and woolen goods, hemp, pig iron, iron manufactures. This 
tariff was the beginning of the American system for the protection of the 
American industries. 

In 1828, the Third Protective Tariff was passed. The duties which it 
placed on hemp, pig iron, wool, coarse cotton, and woolen goods, iron manu- 
factures, sugar, and salt, were as high as to prohibit importations. 

In 1832 Congress passed a tariff, which reduced the rates of which the 
Southern people complained. The protective system was established upon 
a permanent basis. 

In 1833 the Compromise Tariff was passed. It provided for the gradual 
reduction of rates so that by 1842 there should be a uniform duty of 2 per 
cent upon all dutiable articles and no article thereafter should pay a duty 
higher than 2 per cent. 

In 1846 the Walker Tariff was passed. It lowered the duties on many 
commodities and fixed the rates with the aim of raising revenue, without 
regard to protection. While it was not a free trade measure pm-e and simple, 
it was nevertheless a step in that direction. 

In 1857 a slight reduction was made in the tariff. This reduction was con- 
sidered to be one of the causes of the panic of 1857. 

In 1861 the Morril Tariff was passed to increase the duties on certain 
imports and was regarded as a protective measure. 

In 1862 and 1864 the tariff was increased considerably in order to com- 
pensate for the tax laid upon domestic manufactures by the internal revenue 
act. 

In 1883 Congress revised the tariff. An average reduction of only 3 per 
cent was made, the duties being reduced on the cheaper grades of woolen and 
cotton goods and raised on the finer grades. 

In 1890 the McKinley Tariff was passed. The duties were very high 
upon articles of everyday use, on cotton and woolen goods, on iron and 
steel and glassware, and on many kinds of food. 

The duty on sugar was reduced from three and a half cents to one half a 
cent a pound, but compensation was accorded the domestic producers of 
sugar by granting them a bounty of two cents a pound. The bill recognized 
the principle of reciprocity by empowering the President to levy duties by 



RHODES SCHOOL REVIEW IN AMERICAN HISTORY 25 

proclamation on sugar, molasses, tea, coffee, and hides coming from a country 
which in his judgment levied unjust duties on our commodities. 

In 1894 the Wilson Tariff was passed. It placed wool and lumber on the 
free list, reduced the duties on some commodities and raised them on others 
and reimposed a tax on sugar. 

In 1897 the Dingley Tariff was passed. The duty on wool was restored 
and the rates on sugar, woolen goods, silks, linens, and on many manufac- 
tures of iron and steel wire increased. The principle of reciprocity author- 
ized by the McKinley Bill was incorporated into the Dingley Bill. 

In 1909 the Payne-Aldrich Tariff was passed. It continued the policy of 
protecting the laborer and guaranteeing a profit to the manufacturer. On 
metals, lumber, and leather, the duties were somewhat reduced, but the 
rates of woolen goods were left practically untouched. Upon hosiery and 
all the better grades of cotton goods, the rates which prevailed under the 
Dingley Tariff were raised. 

In 1913 the Underwood Tariff was passed. This law reduced the rates on 
almost a thousand articles of import. The rates on cotton goods were cut 
from 45 per cent to 30 per cent. The rates on woolen goods were reduced 
far below the high mark of the Payne-Aldrich Tariff, but as a compensation 
to manufacturers wool was admitted free of duty. Sugar was also placed 
upon the free list. 



THE DEVELOPMENT OF AMERICAN COMMERCE 

The War of 1812 gave the United States freedom of trade on the ocean. 
In 1840 our commerce exceeded $200,000,000, our imports being at that 
time a little less than $100,000,000 and our exports a little more than $100,- 
000,000. Less than 10 per cent of what we had to send abroad consisted of 
manufactured articles. 

In 1860 the value of our foreign commerce was $100,000,000. This trade 
consisted of about one-half exports and one-half imports. 

There was a corresponding growth in our merchant marine. In 1849 
England by the refusal of an unfavorable navigation act admitted American 
vessels to the traffic between Great Britain and her colonies. The rush to 
California stimulated the building of fast sailing vessels that would make 
the long journey around the Horn. The lower rates of the Walker Tariff 
reduced to a considerable degree the cost of building ships. Then ship sub- 
sidies at this period played a part in stimulating the growth of our merchant 
marine. In 1845 our government came to the aid of steam navigation by 
subsidizing a transatlantic line at the rate of $200,000 a year. The CoUins 
hne from New York to Liverpool was receiving in 1852 a subsidy of more 
than $850,000 a year. Owing to the Civil War and the failure of the gov- 
ernment to continue the subsidies, the merchant marine steadily declined, 
until in 1914 the American-owned ships did not exceed 5,000, The 



26 MANHATTAN SCHOOL REVIEW IN AMERICAN HISTORY 

present administration is in favor of restoring the marine by government- 
owned vessels. 

Our foreign commerce in 1890 amounted to $1,600,000,000. 

In 1912 our foreign trade amounted to $3,850,000. 



THE TERRITORIAL EXPANSION OF THE UNITED STATES 

The Louisiana Purchase from France, 1830, for $15,000,000. 
Florida from Spain, 1819, $25,000,000. 
Texas — by admission, 1845. 
Oregon — from England, by arbitration, 1846. 
Mexican Cession — from Mexico, 1848, $15,000,000. 
Gadsden Purchase — from Mexico, 1853, $10,000,000. 
Alaska — from Russia, 1867, $7,200,000. 
Hawaii — by annexation, 1898. 
Guam — by conquest from Spain, 1899. 
Porto Rico — by conquest from Spain, 1899. 

Philippine Islands — from Spain, by conquest and purchase, $20,000,000, 
1899. 



RHODES-MANHATTAN-REVIEWS 

REVIEW IN SPANISH, TWO YEARS 

By Leo Freedman — President of the Manhattan School. 
Formerly Instructor of Pedagogy under the U. S. Govern- 
ment, at Porto Rico. 

REVIEW IN ALGEBRA 

By Abraham Rubinstein — Principal of Manhattan School since 
1902. Author of " Plane Geometry," *' Course in Algebra." 

REVIEW IN PROBLEMS IN GEOMETRY. By Ab aham Rubin- 
stein. 

REVIEW IN BIOLOGY 

By Dr. Wm. Geo. Siegel — Instructor in Anatomy and Chem- 
istry at Long Island Medical College. Head of Biology De- 
partment at Manhattan and Rhodes Schools over eight years. 
REVIEW IN ENGLISH, THREE YEARS 

By Jeanette Rubinstein, B.A. — (Hunter's College — 1903) 
Teaching English since 1903. 

REVIEW IN REGENTS GRAMMAR. By Jeanette Rubinstein. 

REVIEW IN PHYSICS 

By Samuel Friedwald, B.A. — (C. C. N. Y., 1891), Teaching 
27 years. Head of Physics Department at Manhattan and 
Rhodes Schools for 13 years. 

REVIEW IN AMERICAN HISTORY 

By Prof. Edward P. McGlone, M.A. — Rockhill College — 
1896). Head of History Department at Manhattan and 
Rhodes Schools. Formerly Professor of Historj' and Dra- 
matic Literature at Manhattan College. Teaching over 
twenty years. 

REVIEW IN ENGLISH HISTORY. By Prof. Edward P. McGlone. 

REVIEW IN ENGLISH, FOURTH YEAR 

By Abraham Miller — Author and English Scholar. Teacher 
and Lecturer in Enghsh in Manhattan and Rhodes Schools 
over 13 years. 

REVIEW IN GEOMETRY 

By Prof. James I. Conway, B.A. — (Loyola College — 1896). 

Teaching at City College, N. Y., since 1897. 
REVIEW IN ECONOMICS 

By Ephraim Berliner, B.A. — (C. C. N. Y.) M.A. LL.M. 

(Columbia University). At Manhattan and Rhodes Schools 

for eight years. 

REVIEW IN GERMAN, TWO YEARS 

By Joachim Raucher, B.A. — (C. C. N. Y.) Teacher over 10 
years. 

REVIEW IN ANCIENT HISTORY 

By Prof. Joseph L. Tynan, M.A. Teaching English and His- 
tory at City College since 1907. 



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